The Performance-Pedagogy Paradox and its Reconciliation: A Study of Choral Structured Teaching in Primary and Secondary Schools (73453)

Session Information:

Session: On Demand
Room: Virtual Video Presentation
Presentation Type:Oral Presentation

All presentation times are UTC + 2 (Europe/Madrid)

In choral education within primary and middle schools, a successful stage performance is often considered the standard to assess the effectiveness of choral teaching. However, this outcome-oriented evaluation method may lead teachers to gradually prioritise performance as the ultimate goal of choral education, while disregarding the true improvement of students' abilities and characters. Consequently, teachers may excessively emphasise repetitive and mechanical rehearsals in order to achieve the best performance, which creates a paradox between performance and education. Performance-oriented choral teaching has various drawbacks, which speaks to the necessity for a teaching approach that reconciles this paradox. In this article, a structured choral teaching model was developed through qualitative and quantitative methods, including longitudinal surveys, interviews, and the Delphi technique. This model takes a student-centred approach with the ultimate goal of enhancing student ability and character development, thereby balancing the relationship between performance and education.

Yawei Peng, Hunan Normal University, China
Guan Xing Zhi, UCSI University, Malaysia

About the Presenter(s)
Ms Yawei Peng is a University Postgraduate Student at Hunan Normal University in China

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Posted by Clive Staples Lewis

Last updated: 2023-02-23 23:45:00